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Introduction
Since I started working in the memory care population I serve, I have observed that the group loves any type of music activity. Actually, one of the key components that drew me to the job was the company’s music and memory endeavors they had started before the Covid-19 pandemic halted things. In talking to staff, families, and residents, it became obvious that there was a need for launching a structured music program in the community, expanding and improving previous endeavors. I chose to do this for my service-learning project, planning to start three components: more consistent live entertainment opportunities for the floor, targeting people unable to come to other floors because of mobility and behavior issues; performance opportunities for residents to express themselves creatively; and formal implementation of a system for using Ipods for people in need of individual intervention.
It is an exciting time to work in the memory care community because of management’s overall desire for more personalized care and opportunities for engagement, reaching residents where they are with less time in front of the screen. With my recent promotion to Program Manager of the community, charged with implementing a Therapeutic Dementia Program, the service-learning project was timely with all the many benefits of using music with this population as a means of providing engagement and quality of life. I can see the groundwork laid from my service-learning project resulting in a music interactive room someday. Now, I hope to examine different outcomes of the project.
Outcomes About Myself
Although I will want to continue to develop the different parts of the program as the facility finalizes a budget for me and I am able to secure more support in my new role, I was able to accomplish each of the planned components successfully. The residents are enjoying having weekly live music up on the floor, basically, their own Happy Hour with refreshments and a musician, like the assisted living community has. I have also seen the benefits of the music devices being used and we have had some fun dance times. The project has been particularly meaningful to me, having grown up in a family that loves music and being a piano player and singer myself. Another part of the project which was exciting to me was applying what we have learned in class about Universal Design for Learning. Because of the different levels of dementia in the community, everyone engages differently and expresses themselves differently. I had already taken this into consideration in my work previously, finding ways for all to be included, but I never knew the “Multiple Means of Representation” and “Multiple Means of Action and Expression” terminology. Overall, despite the project seeming so daunting at first, I surprised myself that I could in fact pull it off. Based on the feedback I received from my community staff, things have gone well with the parts of it, and the residents have given positive feedback too.
Outcomes Regarding the Community Partner
I had assumed that it would be easier to get input and involvement from my employer in the project. First, in talking to the Life Enrichment Manager for the other medical areas about needs she saw, she suggested a much larger cross-campus music program. After consulting Dr. Reschke-Hernandez, it was decided that this plan was not focused enough and would be more than was possible to accomplish in a semester. I proceeded to narrow it down to my memory care community. In consulting CNAs and other caregivers involved with the residents there, I was able to gather more tangible input, however, I still never got as much input from staff as I would like. They just did not have a lot of music related ideas they were able to share. After trying for a while, though, I made do with what I could gather. Also, I did try talking to residents with lower-level dementia, but it was challenging getting much input from them at all. Some of the challenges I mention in this section likely have to do with me still growing with my communication skills. Especially when someone is more reserved with providing information, I struggle pushing them for more because of past experiences of being a nuisance with my question asking and clarification.
Outcomes Regarding My Knowledge and Skills
I enjoyed investigating the needs of my community. The whole idea of service-learning is something I hope to do more of in my graduate studies. It feels good to have met all three of my overall objectives for the music program that I can now expand on overtime.
Outcomes About My Values
The class and project have further cemented my desire to learn ways to advocate for vulnerable groups at risk of marginalization. People might have challenges that are physical, like paralysis or blindness, they might have something like dementia, causing confusion and fear, or it might be something else, like a less-known learning and attention difference. From the very first article we read on person-first, identity-first language, I made the connection to my own research on neurodiversity and working with older adult populations for over seven years. I find it very interesting how much overlap there is with disability rights activism and the efforts of those fighting ageism ideas. The personalized care concepts of the Therapeutic Dementia Program I am implementing, in many ways, tie into ideas of the neurodiversity movement concerning disabilities. While I have seen first-hand the magic music has on people living with dementia, for example, when I do a singalong at the piano with them of familiar songs, I have also used music as a coping mechanism in my own life in times of anxiety, sadness, and moments of joy as well. It has been a constant for me in a world of change. I emphasize again how reaffirming learning about Universal Design for Learning was to my thinking. Having personal connection in my life to those with disabilities, the idea of ‘one size not fitting all’ with learning definitely hits home. Social-Emotional Learning was also interesting and something I wish had been taught more in my childhood. I loved all the videos, articles, and websites we explored with these topics. The Disability Cliff idea was very reaffirming too.
Outcomes About Action
While I made significant headway with the program, I hope to eventually secure a music therapist who can come and do some activities for the community, expanding on the creative expression aspect of the program. I am excited that the University of Memphis is starting an undergraduate Music Therapy program this Fall and would love to partner with them down the road. I see that relationship could be of mutual benefit. One piece the residents would enjoy would be a chance to have music lessons. Even though they likely would not retain info to be able to progress, I think it would be a meaningful time and would love to investigate ways to do this with their dementia. Looking back on planning and executing the project, I learned for this type of endeavor I should be as specific as possible with planning and don’t try and do too much. Maybe this is a good thing for my growth and learning, but I should realize at my community I am going to get very little help, so I need to make sure stuff is manageable.
Outcomes And Conclusion
I successfully planned and executed the service-learning project I set out to, developing a multi-dimensional music program for the memory care community where I work, based on gathered needs. Through my three activities, I laid the foundation for this program’s continual success: establishing more consistent live entertainment in the community, making it accessible for people immobile or otherwise unable to go downstairs for the other floor entertainment; providing a means for individual music intervention through the Ipods, which can be used for calming or meeting another quality of life need; and, using music as a means of creative expression, doing this through dance, ultimately, fostering self-efficacy for the residents. This was a very rewarding assignment for me. I loved getting to learn and work for a real-world need. I feel the same way about the whole class. Personally, and professionally, the content of the class modules, the book review I did on Judith Heumann, and this service-learning project gave me a substantial overview of disabilities and using music as an intervention with them. The vocabulary project and Collaborative Adaptation Resource further reinforced course content. I look forward to taking more courses from the professor.
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